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In this paper, we present our development of a previously articulated approach to counselling education of transformational learning through a relational dynamic approach (Macaskie et al., 2013). We replace the idea of integration with a values-based approach and supplement the notion of transformational relational learning with a not-knowing attitude. This perspective on education and learning in counselling parallels the attitude within psychotherapy that we teach our students. We argue that this unites relational approaches to learning and psychotherapy across modalities and offers a trans-theoretical approach that could explain the common factors research in psychotherapy. [ABSTRACT FROM AUTHOR]

This paper proposes incorporating the concept of the ‘observing eye/I’, from cognitive analytic therapy (CAT), to Hawkins and Shohet's seven modes of supervision, comprising their transtheoretical model of supervision. Each mode is described alongside explicit examples relating to CAT. This modification using a key idea from CAT (in the form of the addition of a Mode 8 ‘observing us’) enhances the model's utility in supervisory practice. With this adaptation, the model could also be used, with greater breadth and depth, in therapies where the primary focus is not relational. The collaboratively reflexive ‘observing us’ ensures that the very process of supervision is effectively monitored and attended to. The inclusion of this eighth level leads to more formal emphasis on the meta communication and meta commentary levels in supervision. [ABSTRACT FROM PUBLISHER]